The author cites issues involved in defining learning disabilities and suggests that it is a subcategory of underachievement. He summarizes his ongoing attempt to identify underachievers in kindergarten through a regression-referenced approach. (CL)

Analysis of 113 studies revealed that researchers most often selected their learning disabled sample on the bases of academic, age and sex, and intelligence components. Less than half used the process or exclusion components or included a description of grade placement. (CL)

The article discusses the advantages of the term "Attention Deficit Disorder" (ADD) as a diagnostic category for some children not labeled learning disabled. (DB)

To dispel parents' and educators' confusion about children's learning problems, this article properly defines terms such as slow learner, learning disability, attention deficit disorder, and underachiever. A sidebar categorizes four types of underachievers, who perform better when tightly monitored. (MLH)

The article discusses aspects of the definition of "learning disabilities". The process of learning is discussed including such themes as social interaction, personal reflection and response, integration, transformation/growth, and ecological wholeness, balance, and fit. Encouraged is a nonproblematic definition of learning disabilities. (DB)

This commentary on an operational definition of learning disabilities (proposed by S. Shaw and others) considers benefits of the proposed definition, such as clarification of discrepancy issues and flexibility, but raises questions concerning the proposed levels in the definition, the role of clinical judgment, and legal considerations. (DB)

This study assessed rates of learning disabilities (LD) by several psychometric definitions in children with epilepsy and identified risk factors. Participants (N = 173, ages 8-15 years) completed IQ screening, academic achievement testing, and structured interviews. Children with significant head injury, chronic physical conditions, or mental…

This fact sheet provides a definition of learning disability (LD) in adults; a list of common elements found in many useful LD definitions; and a list of areas in which LD may affect life situations of adults. The background of the concept of "learning disability" is briefly reviewed, followed by the definition of the Interagency…

The paper summarizes several approaches to the identification of learning disability and then discusses the nature of learning disability in the context of competing hypotheses as possible explanations of insufficient or unsatisfactory achievement. Because learning disability may only be inferred as a cause of unsatisfactory learning, the…

A formulated definition of the term dyslexia is proposed in this paper in order to clarify the semantical confusion which exists among both specialists and the general public. Dyslexia is explained as a generic term for severe and puzzling reading disability, found to be both acute (where reading-age lags 25 percent or more below mental age) and…

Several definitions of learning disabilities are reviewed, and the problem of identifying learning disabilities in a Catholic Elementary School is examined. Described are identification instruments, methods of reporting pupil progress, and followup procedures used in the project. (CL)

Two responses to the Federal definition of learning disability in the proposed regulations for Public Law 94-142 are presented. (CL)

An examination of the field of learning disabilities (LD) reviews early efforts to identify the syndrome, effects of the federal definition, and controversies over the conceptualization of LD. The author emphasizes the need continuing the search for a viable paradigm to meet definitional, assessment, and instructional needs of the profession. (CL)

In Study 1, 85 percent of 248 third-, fifth-, and twelfth- grade students identified as normal could have been classified learning disabled (LD). In Study 2, 88 percent of a low achieving fourth grade sample could have been identified as LD, with 4 percent not meeting any criteria for classification. (Author/CL)

Criticized are existing methods of identifying learning disabled children, and suggested are three objective conditions thought to be more appropriate. (DB)